What Morality and Religion have in Common with Health? Pedagogy of Religion in the Formation of Moral Competence

Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment

The article presents Ignatian (Jesuit) spirituality as the source of a pedagogical concept that takes a subjective view of the human being regardless of their social position. Other subjects in the educational process (educator and personal God) are companions on the way to achieving good and developing one's life potential. Another important aspect of Ignatian spirituality is the assumption that it can also perform a healing function, particularly transcendentally. This function concerns all the structures of human development and can be reflected in many ways of supporting human health. This perspective makes it possible to develop a model of Ignatian pedagogy in which the following elements are present: context, experience, reflection, action and evaluation. Recognising the educational values of these elements makes it possible to develop a pedagogical theory, called the pedagogy of accompaniment, which is reflected in a deep inner and outer sense of human existence. Thus, the purpose of this article is to describe the meaning of Ignatian spirituality for the pedagogy of accompaniment, with reference to its function of supporting the health of the human being, particularly the young.

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.